Science Learning Center

Melissa Wright

Item #1Science materials must be organized, have all parts and be ready to use. Need 3-5 from each of the following categories. Objects in each collection must be present to allow children to explore similarities and/or differences. These collections must be accessible to children.

These categories are:

• Nature Collections/ Natural Objects• Living things• Science games• Activities• Factual books and pictures

Nature Collections/Natural Objects – Exploring properties of the earth.

Examples: rocks, insects, seed pods

Living Things- People, animals, and plant life provide fascinating subjects to discover and explore. Children will develop a respect for all animal and plant life.(page 295)

Examples: house plants, gardens, pets

Science Games & Factual Books and Pictures - Nature/Science books, games, or toys provide opportunities for children to play safely with natural materials indoors.

Nature/Science Activities - Require materials that encourage or allow children to experiment with scientific concepts or to observe scientific process unfold.(Page 255 ECER-S)

Item #2In an inclusive classroom, you as the teacher adapt activities as appropriate for all the children in the group. For all children, especially children with disabilities, it is important to start with familiar and concrete concepts.Page 302

Item #3

If children have access to the materials and interactions in the Science Center, they will develop the following:

• Respect for animal and plant life• Increase awareness of their own growth• An approach to problem solving

Item #4The teacher’s role in facilitating learning with these materials include: Providing ample time and opportunity for learning to occur. Encourage children to use appropriate scientific terms, thereby building scientific literacy. Provide children time to share their ideas or theories on how the world works. Page 293

#5Domain: Cognition and General KnowledgeStrand 2: Learning About the World

The two strands that explain how teachers support learning and development in the above domain are:• Sub-Strand A: Scientific Knowledge• Sub-Strand B: Scientific Inquiry and Exploration

Domain: Cognition and General KnowledgeStrand 2: Learning About the World

Sub-Strand A: Scientific KnowledgeChildren Should:A2. Recognize and respond to different sights, textures, smells, sounds, and tastes.

Teacher Strategies:• Introducing toys with different textures, foods with different smells, and objects that make

sounds.• Explaining to the child what they are doing….give words to the action.Page 98

Domain: Cognition and General KnowledgeStrand 2: Learning About the World

Sub-Strand A: Scientific Knowledge

Children Should:A6. Explore characteristics, basic needs, and life cycles of living things.

Teacher Strategies:• Reading books with child containing photographs of different habitants and

landforms.• Playing matching games using picture cards with mother baby animals.Page 99

Domain: Cognition and General KnowledgeStrand 2: Learning About the WorldSub-Strand B: Scientific Inquiry and Exploration

Children Should:B9. Expect specific results when playing with toys and other materials.

Teacher Strategies:• Encouraging students to touch magnets to objects in the room, describing what

happens.• Allowing child to play with safe materials without adult guidance in order to

discover casual relationships.Page 101

Domain: Cognition and General KnowledgeStrand 2: Learning About the WorldSub-Strand B: Scientific Inquiry and Exploration

Children Should:B15. Participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Teacher Strategies:• Posing simple challenges with open-ended solutions, then talking about the

different solutions.• Creating a safe environment where child is encouraged to explore and experiment.Page 102